Teaching Transition Skills in an Inclusive, Co-Taught Classroom

1. Teaching Transition Skills in an Inclusive, Co-Taught Classroom Debbie Sears and Alicia Farley – Durant High School

2. Agenda • Goal Attainment: Its role in SD and Transition • Goal Attainment Concepts • Take Action Lessons • Take Action Research • Middle School Study • Implications

3. Eight Major Transition Steps • Student participates in IEP Planning Process • Student completes a three-part transition assessment process. • Student writes & presents present level of educational performance • Student writes and presents postsecondary and annual transition goals • Student develops course of study • Student attains own IEP and personal goals • Student participates in developing postschool linkages • Students writes and presents summary of performance

4. Goal Attainment Is The Most Important Self-Determination Component (Wehmeyer, 1994)

5. Self-Determination Self-Determined People Will • Make choices and set goals based upon an understanding of their interests, skills, and limits • Express their goals to help build support • Establish a plan to attain their goal • Work on attaining goal • Evaluate their plan • Adjust their goal or plan Martin & Huber Marshall, 1993

6. ChoiceMaker SD Lesson Packages

7. Take Action: An Overview • Teaches students to a process to attain their own goals. • Seven lessons • Seven to 10 days, 50 minutes a day • Student will take info and infuse into his or her IEP meeting & into academic coursework • Designed for students with high incidence disabilities or for general ed students. One study modified Take Action for use by students with moderate mental retardation.

8. Lesson Introduction • Introduces the Take Action process • Plan • Act • Evaluate • Adjust • Goals: long and short-term • Break long-term goals into short-term goals

10. Lesson Introducing Plan Parts Watch a 10-minute video that introduces the Take Action Process and overviews the six important steps to make a plan Lesson 2 Teaches - Standard - Strategy - Motivation - Schedule

11. Each Plan Part Answers a Question • Standard: what you will be satisfied with • Motivation: why you want to meet your standard and accomplish your goal • Strategy: how I accomplish my standard to meet my goal • Schedule: when will I do my strategy or work on my goal

12. Lesson More Plan Parts • Review first four plan parts • Teach Support • Teach Feedback • Case Study • Review Quiz

13. Support • Support is help provided by other people or things • The support question is “What Help Do I Need?” • What support did the car driver need in the video? • What support does the runner or weight lifter need?

14. Feedback • Feedback: information you get on your performance • What feedback did the driver get in the video? • Trace exercise • Sources of feedback

16. Lesson Critiquing Plans • Review long & short term goals • Puzzle Quiz • Take Action Critique Tool • Sample Plans

17. Lesson Writing a Plan • Students develop a plan to accomplish a goal • Complete cumulative quiz • Critique Michelle’s Plan • Breakdown “get good grades in class” goal • Complete plan for “get good grades in class” goal • Complete plan aloud in class

18. Critique Michelle Pass’ Plan

19. Lesson Evaluating & Adjusting Plans • Review and complete 3 example case studies from plan through evaluate and adjust • Apply evaluation and adjustment concepts to own plan

21. Lesson Use Take Action Process • Apply Take Action Process to • IEP Goals • Personal Goals • Employment Goals • School Goals

22. Student Take Action Sample

23. Student Take Action Sample

24. Brief Overview of Research

25. German, et al., 2000 Study Students with 6 high school students with moderate mental retardation used the modified version of Take Action to learn to attain their daily IEP goals.

26. Walden (2002) • College Students with LD acquired and generalized goal attainment skills using Take Action, but without continued use their skills decreased over time. • The Take Action process must be used to be remembered!

27. Four Middle School English Classes - The number of long-term goals set and the number of long-term goals attained significantly increased because of Take Action. - Significant increases in self-determination assessments.

28. Special Education Students The repeated measure ANOVAs indicated significant effect for number of long-term goals met during the first to fourth quarters, Wilks’ = .07, F(1, 2) = 27.00, p = .04, multivariate 2 = .93.

29. Growth Percentage by Program

30. Durant High School

31. Take Action + English Classroom = Self-Determined Students • Regional Transition Team • National Secondary Transition Technical Assistance Center (NSTTAC) http://www.nsttac.org/ • Zarrow Center for Learning Enrichment http://education.ou.edu/zarrow/ • Durant High School Co-Taught English http://new.schoolnotes.com/Farley/

32. Questions How will we find the time to teach something else? When is the right time to begin Take – Action instruction? How do we make the Take – Action and Language Arts connection work for our students? When will transition assessments be given?

33. Timing is Important • The beginning of the school year may be too soon for some freshmen • Develop a trusting relationship with your students • Students will let you know when the time is right

34. Freshman Students Speak Out • Lizzy “This is a stupid class for dumb stupid people” • Zach “I went to my IEP once and they just talked about how dumb I was.”

35. Reaching Students Through Music Man in the Mirror by Michael Jackson Music Video I Can by Nas Music Video

36. Humor through Cartoons Cartoonstock.com search careers

37. Everyone has a Folder

38. Folder Example What’s Important to Me Circle

39. Choice Maker • Self-Determination Assessment • Pre/Post • Choosing Goals • Expressing Goals • Taking Action

40. Breaking up the lessons • Bell Work • 10 minute lessons • 4 weeks of instruction for English I students • Evaluation and Adjustments for English II, III, and IV • Greater focus on Self-Directed IEP’s for English II, III and IV

41. Turn Curriculum Questons into Journaling Questions What’s the difference between a wish and a goal? What goals have you accomplished? Have you ever set a goal you couldn’t make happen?

42. Post Secondary Goals • My transition vision for education • My transition vision for employment • My transition vision for adult living Example: Lizzy will graduate from high school and enter beauty college where she will be trained to become a hair stylist. She will become employed as a hair stylist and earn enough money to live on her own.

43. Success Stories • Calvin will enter the Air Force branch of military where he will learn to fly and serve his country. He will use his GI bill to attend SOSU or OBU and earn a degree and then seek employment in the field of aviation which will give him the financial ability to live independently. • National Disability Employment Awareness Month 2009 http://www2.ed.gov/about/offices/list/osers/deam-2009/deam-2009-nsttac.html • Durant High Take – Action http://new.schoolnotes.com/xpages/view/158417/0/1

44. Brent’s Successful Tale Brent’s post-secondary goal has been to own or work in upper management of a successful business. His senior year he walked into Wal Mart, sat at their computer, filled out an application and was hired within 2 days as a cashier. He now attends Murray State Junior College where he is working on a degree in Business Management. He worked for Choctaw Casino as a cashier and then decided work for his own tribe, the Chickasaw in Thackerville at WinStar World Casino. He is a casino floor attendant. In his words, “I love, love, love my job”. He has already been approached by management to consider a supervisor’s position. He recently received a WOW award for going above and beyond the call of duty. He plans on completing his business degree and hopefully have a management position with Chickasaw Enterprises.

45. Curriculum Integration • Shakespearean Sonnet with a career theme • Forensic Science by Dakota • Durant High School Take-Action Page http://new.schoolnotes.com/xpages/view/158417/0/1

46. Curriculum Integration Continued • Senior Research Project http://new.schoolnotes.com/xpages/view/143115/0/1 • Durant High School Gallery of Writing http://galleryofwriting.org/ • Oklahoma Youth Leadership Forum – application essay http://www.okddc.ok.gov/youth_leadership_forum.html

47. How to become more Involved in Your IEP Conference • Invite IEP team participants to your meeting • Introduce self and IEP team members • State purpose of the meeting • Review past goals and your progress toward reaching these goals • Ask for team member feedback • State the support you will need • Express your career and post-secondary interests • Express you skills and your limits • Express options and goals • Close the meeting by thanking everyone

48. Kay’s Invitation Kay’s IEP meeting Thursday Feb. 4th at 11:00 AM Durant High School Conference Room Purpose: To discuss my yearly progress, strengths, areas of need, and post-secondary goals Please Come!!

49. Sable Leads Her Entire IEP Meeting Meaningful Power Control Education Goals Self-Determination Goal Driven Post-Secondary Goals Taking Action Tools for Life

50. Results and Future Plans • Sable will be working as a mentor to our English I students learning about Take – Action goal attainment and Self-Directed IEP meetings • Students have their own copy of classroom accommodations • Grades are improving • More Self-Directed IEP meetings • Begin Take-Actions lessons in the Middle School